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The Teaching Profession

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GLOBAL TEACHER
21ST CENTURY SKILLS

Published in: Education
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The Teaching Profession

  1. 1. 1 JAMAICA C. OLAZO WMSU INSTRUCTOR
  2. 2. 2
  3. 3. In the context your life is a teacher, we would say… “No teacher is an Island. No teacher stands alone.” 3
  4. 4. “Great teachers recite a litany of these rewards most of which are invisible to the eyes but are most essential.” 4
  5. 5. Your influence on your students and on other people with whom you work and live depends a great deal on your philosophy as a person and as a teacher. 5
  6. 6. Your philosophy of life and your philosophy of education serve as your “window” to the world and “compass” in the sea of life. Embedded in your personal philosophy are your principles and values that will determine how you regard people, how you look at life as a whole. They govern and direct your lifestyle, your thoughts, decisions, actions and your relationships with people and things. 6
  7. 7. 21st 7
  8. 8. 8
  9. 9. 21st EFFECTIVE COMMUNICATION SKILLS LEARNING AND INNOVATION SKILLS INFO, MEDIA AND TECHNOLOGY SKILLS LIFE AND CAREER SKILLS 21st Century Skills 9
  10. 10. 21st 1. Communication Skills a. Teaming b. Collaboration c. Interpersonal Skills d. Local, Nat’l and global orientedness e. Interactive Communication A Teacher must possess them in order to survive in this 21st century and be able to contribute to the development of 21st century learners. 10
  11. 11. 21st 2. Learning and innovation skills a. Creativity b. Curiosity c. Critical Thinking problem solving skills d. Risk Taking A Teacher must possess them in order to survive in this 21st century and be able to contribute to the development of 21st century learners. 11
  12. 12. 21st 3. Information, media and technology skills a. Visual and information literacies b. Media literacy c. Basic, scientific, economic and technological literacies d. Multicultural literacy A Teacher must possess them in order to survive in this 21st century and be able to contribute to the development of 21st century learners. 12
  13. 13. 21st 4. Life and career skills a. Flexibility & adaptability b. Leadership & responsibility c. Social & cross-cultural skills d. Initiative & self-direction e. Productivity & accountability f. Ethical, moral and spiritual values 13
  14. 14. VISUAL LITERACY - is the ability to interpret, make meaning from information presented in the form of an image. - the ability to evaluate, apply, or create conceptual visual representations. 14
  15. 15. INFORMATION LITERACY - is the ability to identify what information is needed, identify the best resources of information for a given need, locate those sources, evaluate the sources critically, and share that information. 15
  16. 16. MEDIA LITERACY - is the ability to critically analyze the messages that inform, entertain and sell to us every day. - It is the ability to bring critical thinking skills to bear on all forms of media. 16
  17. 17. SCIENTIFIC LITERACY - encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories. 17
  18. 18. ECONOMIC LITERACY - is the ability to apply basic economic concepts in situations relevant to one’s life. - It is about cultivating a working knowledge of the economic way of thinking – understanding tradeoffs, recognizing the importance of incentives. 18
  19. 19. TECHNOLOGICAL LITERACY - “computer skills and the ability to use computers and other technology to improve learning, productivity and performance.” 19
  20. 20. The School and the Community A favorable partnership between the school and the community will yield bountiful harvest by way of establishing a conducive learning environment in the school and an orderly and civic-minded citizenry in the community. 20
  21. 21. The School and the Community The teachers are committed to spend time, effort and expertise in serving the academic needs and interests of community members while the community leadership and authorities are equally willing to provide assistance by way of material resources and learning center for the school population.21
  22. 22. The School and the Community Teachers and parents from the community can establish a close relationship that can pave the way towards a better understanding of the difficulties met in both locations and jointly suggesting positive solutions. 22
  23. 23. The School and the Community A voluntary and firm partnership between the school and the community in indeed a product of valuable investment of time, efforts and resources willingly shared by both. 23
  24. 24. JAMAICA C. OLAZO WMSU INSTRUCTOR 24
  25. 25. - does not mean going internationally and showing our best out there; - is passion and commitment to our profession; - is giving our best to teaching; - starts right inside the classroom. Being world-class -Conrado de Quiros 25
  26. 26. Our world has been called a “global village” Satellite Communications – make possible television, telephone and documents transmitted through fax and electronic mails across thousands of miles in thousandths of a second. 26
  27. 27. Our world has been called a “global village” – poses variety of goals ranging from increased knowledge about the peoples of the world to resolutions of global problems, from increased fluency in foreign languages to the development of more tolerant attitudes towards other cultures and peoples. - embraces today’s challenges as national borders are opened. It paves the way for borderless education to respond to the needs of educating children of the world they are entering. - it offers new dimension and possibilities, current scientific and technological breakthroughs for completely new frontiers in education. GLOBAL EDUCATION 27
  28. 28. How to become a GLOBAL TEACHER? You should be equipped with a wider range of knowledge of the various educational systems outside the country; master skills and competencies which can address global demands; and possess attitudes and values that are acceptable to multicultural communities. A global teacher is an educator that incorporates various global issues into their curriculum including multiculturalism, economic, environmental and social issues. 28
  29. 29. According to UNESCO… A GLOBAL TEACHER - is a goal to become aware of educational conditions or lack of it, in developing countries worldwide and aim to educate all peoples to a certain world standards. 29
  30. 30. According to UNESCO… A GLOBAL TEACHER - is a competent teacher who is armed with enough skills, appropriate attitude and universal values to teach students with both time-tested as well as modern technologies in education in any place in the world. 30
  31. 31. SIX (6) GOALS to achieve some Standards of Education 1. Expand early childhood care education; 2. Provide free and compulsory primary education for all; 3. Promote learning and life skills for young and adult 31 4. Increase adult literacy by 50% 5. Achieve gender parity by 2005, gender equality by 2015; and 6. Improve quality of education
  32. 32. How do you prepare yourself as teacher for a challenging task of making learners of today live meaningful lives tomorrow? Teachers have to envision creative, innovative ways to prepare diverse learners in their own cultural context without forgetting that they live in a global village. 32
  33. 33. Qualities and Characteristics a FILIPINO GLOBAL TEACHER should have in addition to knowledge, skills and values: 33 • Understands how this world is interconnected; • Recognizes that the world has rich variety of ways of life; • Has a vision of the future and sees what the future would be for himself/herself and the students; • Must understand, respect and be tolerant of the diversity of cultures;
  34. 34. Qualities and Characteristics a FILIPINO GLOBAL TEACHER should have in addition to knowledge, skills and values: 34 • Must believe and take action for education that will sustain the future; • Must be able to facilitate digitally- mediated learning; • Must have depth of knowledge; and • Must possess good communication skills (for Filipino teachers to be multilingual)
  35. 35. Qualities and Characteristics a FILIPINO GLOBAL TEACHER should have in addition to knowledge, skills and values: 35 • Must possess the competencies of a professional teacher as embodied in the National Competency-Based Standards for Teachers (NCBTS)
  36. 36. 36 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? A teacher has to earn a prestigious award to be labeled as a global teacher.
  37. 37. 37 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? To become a global teacher, one should be fluent in English and in other languages.
  38. 38. 38 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? A Filipino teacher cannot qualify to teach in other countries because of the difference in curriculum.
  39. 39. 39 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? To be globally competitive, teachers should develop competencies in the use of technology.
  40. 40. 40 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? Global education provides the same standards for quality education worldwide.
  41. 41. 41 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? Teachers who embrace global education, must have a good understanding of the different cultures of the learners.
  42. 42. 42 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? For Filipino teachers, the NCBTS is a national standard that meets global competencies.
  43. 43. 43 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? Teacher in far flung schools cannot be considered global teachers.
  44. 44. 44 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? Your curriculum in teacher education prepares you to be global teachers.
  45. 45. 45 One World. One Classroom. One Global Teacher. Self-check Questions AGREE or DISAGREE? A global teacher has wider view of what education is all about.
  46. 46. EDUCATION IN THE PHILIPPINES Basic information on the current implementation of some K to 12 Curriculum and the forthcoming higher education programs. 46 K to 12 Basic Education of the Philippines consists of: • Kindergarten • Six (6) years of elementary • Four (4) years of Junior High School • Two (2) years of Senior High School
  47. 47. EDUCATION IN THE PHILIPPINES 47 Kindergarten – became mandatory in SY 2012-2013. The teaching in Kindergarten is built around six domains. Grades 1-10 – is a core academic subjects taught using the spiral progression approach. This means that the same concepts are taught across subject areas in increasing breadth and depth. Subjects are: ~ Mother Tongue ~ Filipino ~ English ~ Math ~ Science ~ Social Studies ~ TLE ~ MAPEH (Music, Arts, PE, Health)
  48. 48. EDUCATION IN THE PHILIPPINES 48 Grades 11-12 – the subjects are languages (Filipino & English), Math Science, Social Studies combined with TLE – Career Pathways. Focus on specialization subjects that equip the learner for the career path of his/her choice:
  49. 49. 49 • Universal Pre-school Education • Madrasah Education • Tech-Voc Education in SHS • Every Child a Reader by Grade • Proficiency in Math and Science THE 12-YEAR BASIC EDUCATION CYCLE • Assistance to Private School • Multilingual Educators • Quality Textbooks/ Manuals • Covenant w/ LGUs to build more schools
  50. 50. RA No. 10533 • AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION RA No. 10157 • AN ACT INSTITUTIONALIZING THE KINDERGARTEN EDUCATION INTO THE BASIC EDUCATION SYSTEM 50
  51. 51. RA No. 4670 • The Magna Carta for Public School Teachers • envisioned to provide programs for the promotion and improvement of the well-being and economic status of public school teachers. RA No. 7836 • AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS 51
  52. 52. RA No. 9155 • AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR BASIC EDUCATION, ESTABLISHING AUTHORITY AND ACCOUNTABILITY, RENAMING THE DEPARTMENT OF EDUCATION, CULTURE AND SPORTS AS THE DEPARTMENT OF EDUCATION BP No. 232 • AN ACT PROVIDING FOR THE ESTABLISHMENT AND MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION 52
  53. 53. RA No. 7877 • AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT RA No. 7610 • AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL PROTECTION AGAINST CHILD ABUSE, EXPLOITATION AND DISCRIMINATION 53

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